Effects of Problem-Based Learning on Academic Achievement: A Meta-Analysis Study

Dagyar M., Demirel M.

EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.40, sa.181, ss.139-174, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 181
  • Basım Tarihi: 2015
  • Doi Numarası: 10.15390/eb.2015.4429
  • Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.139-174
  • Anahtar Kelimeler: Problem-Based Learning, Traditional Teaching, Academic Achievement, Meta-Analysis Method, MATHEMATICS PERFORMANCE, SCIENCE TEACHERS, STUDENTS, ATTITUDES, EDUCATION, CURRICULA, IMPLEMENTATION, EXPECTATIONS, BEHAVIOR, OUTCOMES
  • Akdeniz Üniversitesi Adresli: Hayır

Özet

Today there is need for individuals who solve problems, who argue, question, change and take the lead and who use information instead of accumulating it. This need reveals the value of problem-based learning approach (PBL) which provides students to work in groups on a scenario prepared for the particular topic. Independent studies, aiming to determine PBL's impact on achievement when compared to traditional teaching, often focus on a particular type of application or operation.